Under the new curriculum-based teaching of information technology perspective dynamic design

Paper Keywords: Information Technology, constructivism, instructional design pry, dynamic, teaching reflection
Abstract: This paper analyzes the Information based on constructivist theory of learning classification Technology disciplines, demonstration constructivism for teaching Information Technology, mainly from "the development of students" education concept, the proposed new course Information perspective Technology teaching the concept of dynamic design and to "face the learning needs" of the teaching process model design and teaching reflective design in depth.

Although our high standards of Information Technology have been promulgated and implemented the new curriculum, asked a few years, we have seen a lot about the course design Research, but Research found that the actual situation is not optimistic. We thought, the problem has the following four aspects: First, information technology, teacher training curriculum issues, the second is the concept of the new curriculum standards and implement solutions ditch issues, third, teaching and curriculum design, four under the concept of modern education, instructional design and teaching practice. Here we In the "student development-oriented" philosophy of education based on the design of teaching process mainly from the key to the instructional design starting to study for teaching information technology process model.

1 information technology Subject classification learning
Constructivist theory emphasizes human knowledge is not purely objective criteria for understanding the world is not the only, not to impart to others but their own construction, not independent but rather the formation of interaction with the external environment formed. Construction The belief that teaching should be student-centered, to give the students learn to control and manage their own rights and opportunities. In the "development of students" (like Markov) and constructivist educational philosophy based on the theory, there are many information technology courses new teaching model.

Flexibility Theory of Constructivism know the problem areas are classified as well-structured and ill-structured problems in the field, Spiro et al (Spiro-eta1, 1995) according to the depth of learning, the study is divided into two primary learning and advanced study level. primary learning is the primary stage of learning, involving mainly the well-structured problem areas, senior learning requires students to grasp the concept of complex links, and a broad and flexible use to specific situations, which involve a large number of ill-structured problem areas. Constructivism is to seek ways of teaching for advanced study. information technology is a high-tech, information technology, knowledge and skills of discipline is a high degree of integration of the disciplines, their knowledge is more ill-structured problem areas, in accordance with the constructivist view of learning it is mainly advanced study, some experts are the primary learning and learning. the content of primary learning, still makes sense to accept the traditional way of learning-based, such as computer systems, hierarchical menus continuous operation, the computer works, the function of the application other methods for receiving the primary study. As for the high-level learning and learning content experts should be used constructivist learning methods, such as exploratory learning and Research learning. Also, a lot can be proved using the method of acceptance for the main learning content, if we adopt the constructivist approach to learning is better.

2 New Vision of Information Technology Curriculum Teaching Design
2.1 instructional design Perspective of the New Curriculum
2.1.1 on the instructional design
Design, refers to an article about all the factors, its intentions and plans, the quality of the object itself, materials, use, and beautiful, even the way it prices and production (<"What is DESIGN"> A Anthony Bertram). Design is not just a drawing, but a process. instructional design as a design.

Instructional design the broad and narrow sense. General Plan refers to the curriculum, classroom teaching, the media teaching materials for teaching the different aspects of the system conducted by the level of instructional design. Narrow sense refers to the process of teachers in the teaching of a course or a unit, such as a small class teaching system for the design. here is the narrow sense of teaching design.

With the changing concept of education and learning theory, advances in educational theory, instructional design development mainly through three stages: First, the "education" as the center of the instructional design, the second is "learning" as the center of the instructional design, the three the "dominant one by one of the main" teaching design. At present, the international teaching design automation (AID) of the study is on the rise, and some of the more successful systems have been published.

2.1.2 Perspective of the new curriculum design features of teaching
Under the new curriculum instructional design perspective, the main should reflect the "development of students based" design principles. We can understand from the following aspects of teaching design:
(1) the ultimate goal of instructional design is to improve the efficiency and quality of teaching, so that students gain a comprehensive, good development,
(2) instructional design is the objective of teaching activities,
(3) instructional design is a systematic planning process, in the actual operation of the process to emphasize the use of systems approach,
(4) with individualized instructional design features,
(5) must refer to teaching and learning, instructional design theory
(6) instructional design for the purpose to help students learn to make teaching more focused and purposeful,
(7) instructional design focus on the evaluation of teaching effectiveness.

2.2 View of the new curriculum design of teaching information technology
(1) instructional design is based on understanding of the basic curriculum standards of teaching needs. Curriculum New Curriculum is carrying a programmatic document, is to implement the new curriculum and teaching the fundamental basis, of course, is teaching design must comply, while in the design fully reflected in differences in content, student learning and student development of selective individual.

(2) teaching needs of the student's status is reflected in the establishment. Teaching is not about teachers "teaching" how much, but that students "learn" how much, we can no longer "teaching" generation "study" and learning needs of students should be the main line, the pursuit of the process of teaching teachers and students an equal dialogue, to achieve communication between the mind and thinking of the collision.

(3) the establishment of teaching goals should be within the framework of information literacy in the three-dimensional refinement. We should fully understand the meaning of information literacy, and enhance the relevance and operational objectives, the information literacy knowledge and skills, processes and methods, attitudes and emotions values ​​can be refined in three dimensions. process and information technology were characterized by experience and explore the use of process, this process of learning beyond the simple preaching of limitations for the cultivation of attitudes and values ​​have provided favorable conditions. teaching objectives The establishment must be realistic, we can not ignore the overall information literacy training, but also against a class in metaphysics, far-fetched to "large" approach. Teachers should establish a "dynamic" concept of design goals, in the teaching process can be flexibility to adjust teaching objectives.

(4) learning is an important source of nutrients in the mining and use of learning resources. In order to support the learner's active exploration and construction of meaning, in the process of learning to provide them with a variety of learning resources, teaching materials and learning resources but is one of the teachers and students activities of the medium and subject, teachers should "use the textbook to teach" rather than "teaching materials", the real from the materials control and bondage, to become professional autonomy and curriculum re-development capabilities of the Researchers, with a dynamic organization the concept of teaching content and skills.

(5) the design of teaching process is mainly reflected the diversity in the teaching mode selection and use. Teaching should be selected based on classroom teaching practice, based on teaching needs to make a reasonable choice to make teaching a positive interaction between teachers and students, and common development process. We should be teaching the new curriculum from the Perspective of the process as "dynamic" process, in the same process can choose a variety of different teaching models, such as task-driven teaching, problem based learning, WebQuest, and so, even with the traditional integration of new teaching model used.

(6) teaching evaluation design reflects human nature, dynamic development of the concept. Teacher evaluation from the traditional environment to come out and take the initiative to improve their own assessment of literacy, the evaluation of their education as a means to "the development of students "and with the teaching process before, during and after the reflection design, innovation, self evaluation model. the teaching evaluation is not only the test results of teaching activities, but the main function should be stimulating.

The results show that the new curriculum and instructional design perspective of traditional instructional design than in all aspects of the larger difference. For example, traditional instructional design emphasizes "teaching" design, the equivalent of pre-class preparation, and its contents is the default, static, and classroom teaching emphasize the faithful implementation of lesson plans, and new instructional design courses from the Perspective of the main body of work to be completed before class, but need to be constantly adjusted in the teaching process, teaching design through before class, class in and after school, on the teaching objectives, teaching methods, teaching contents, teaching, teaching evaluation, the designs reflect the "dynamic" feature, with significant flexibility.

3 for the learning needs of the instructional design process model
View of the new curriculum teaching of information technology must be designed to fully reflect the "student development-oriented" philosophy of education, learners and learning content is its starting point and key. Essence of design is based on the characteristics of different learners, different learning content appropriate design, that is, from the initial state of learners to meet the new knowledge for the design between the various needs. that is what the learner needs to carry out what kind of instructional design, which is called "surface to the learning needs "of the instructional design process model. shown in Figure 1.

Links to Research Papers Download http://www.hi138.com design process to traditional teaching models, teaching for the learning needs of the salient features of the design process model is reflected in its "dynamic" concept. First of all, teaching goal is not "static" should not be is the default, must be learners (including interest, experience, knowledge base, ability level, learning style, etc.) and learning content (including the internal connection point, content type and conditions etc.) adequate, targeted teaching analysis, dynamic and realistic determined to adapt to regional differences and individual differences. teaching objective dynamic design process shown in Figure 2.


Secondly, the evaluation of teaching effectiveness, and clearly reflect the design of teaching. Curriculum reform clearly reflective teaching, reflective teaching can be found through the process of teaching the merits and shortcomings, we can find new problems and get new inspired, you can adjust the teaching process and spontaneous lesson plans, teaching theoretical knowledge accumulation. teaching reflection reflection before a teaching process, teaching the process of reflection and reflection after teaching in the teaching of design, a good teacher can design the appropriate teaching reflection sheet, a clear need to reflect on all aspects, and in the teaching process and teaching after the timely completion. the detailed structure shown in Figure 3 Teaching Reflection: students (including interest groups) to the rehearsal, classroom and after-school activities reflective feedback to subject teachers, subject teachers to keep crude refined analysis of the use, in conjunction with their teaching before, during and after the reflection case, or in the Division group communication and discussion, combined with new ideas to reflect on learning to promote the introduction of new method, brainstorming, more preferred, and promote the depth of Research activities, or their perfect, improve, and better teaching activities.

4 Conclusion
Constructivism Perspective of the new curriculum for information technology teaching. For the practice of "student development-oriented" concept of modern education, the teaching process is very important to the dynamic design. We the teaching of information technology objectives, teaching methods, course content, evaluation of the teaching process of teaching the many elements of design, it is necessary to establish the concept of dynamic design, and second, to study the dynamic design of methods and strategies, three is to continue to explore the process of teaching practice, improve and improve.

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